In-school eyecare in special education settings has measurable benefits for children’s vision and behaviour

• DOI: 10.1371/journal.pone.0220480
• Publication Date: 2019-08-01T17:34:12Z
• Authors: S. A. Black; E. L. McConnell; L. McKerr; J. F. McClelland; J. A. Little; K. Dillenburger; A. J. Jackson; P. M. Anketell; K. J. Saunders
• Keywords: Visual Impairment

Objectives To determine whether implementation of comprehensive in-school eyecare results in measurable benefits for children and young people terms visual status, classroom behaviours how well their needs are met. Design School-based observational study. Participants & Methods 200 pupils [mean age 10 years 9 months, 70% male, majority moderate (40%) or severe (35%) learning difficulty] a special education school the UK. A sector-agreed framework including full eye examination cycloplegic refraction, dispensing spectacles (as appropriate) written reporting outcomes to parents/teachers was applied. Classroom were observed recorded prior to, after, eyecare. Surveys employed obtain histories from parents/teachers. School records statutory documents reviewed diagnostic disability classifications. Visual function ocular health profiled at baseline significant deficits identified. Where such previously unrecognised, untreated not compensated (e.g. correction refractive error, enlargement educational material) they as 'unmet need'. At follow-up, 2–5 months after initial (baseline) measures, examinations, parent/teacher surveys behaviour observations repeated. Follow-up measures used if improvements evident function, health, level unmet need following Results 199 participants completed follow-up measures. 122 (61%) presented with least one deficit 90 (45%) had need. Younger those no previous history more likely demonstrate (OR 1.12 95% CI 1.03 1.21) p = 0.012; 4.44 1.38 14.29 0.007 respectively). On number dropped significantly 36 (18%) (McNemar's test p<0.001). behavioural metrics without whose adequately addressed remained relatively unchanged between (Wilcoxon signed rank p>0.05). corrected near acuity improved 0.013), however, poor spectacle compliance persistent cause Off-task reduced actions address communicated parents teachers 0.035). Conclusions The present study demonstrates first time settings when receive on-site jargon-free parents.